Lower secondary teacher education grades 5-10, session-based teaching

NO EN Lower secondary teacher education grades 5-10, session-based teaching LOWER SECONDARY TEACHER EDUCATION GRADES 5-10, SESSION-BASED TEACHING ECTS Credits 240 Study level Programme of professional study Start semester Autumn 2016 Teaching language Norwegian Faculty Campus Application deadline Faculty of Professional Studies JOB OPPORTUNITIES FURTHER EDUCATION ADMISSION REQUIREMENTS Page 1 of 59

Programme overview 1ST STUDY YEAR OVERVIEW Autumn 2016 Pedagogy and pupil knowledge 1 (1/2) PED129L Teaching practice grades 5-10; 1st year (1/2) PR121L CHOOSE SPECIALISATION Norwegian for Teacher Education 5-10 Matematics for Teacher Education 5-10 Food and Health for Teacher Education 5-10 Religion, Spirituality and Ethics for Teacher Education 5-10 15 SP 0 SP Mandatory courses 60 ECTS Credits Elective courses 1 60 ECTS Credits Elective courses 2 60 ECTS Credits Elective courses 3 60 ECTS Credits Practice 0 ECTS Credits Spring 2017 Pedagogy and pupil knowledge 1 (2/2) PED129L 15 SP Teaching practice grades 5-10; 1st year (2/2) PR121L 0 SP 2ND STUDY YEAR Autumn 2017 Pedagogy and pupil knowledge 2 (1/2) PED125L 15 SP Teaching practice grades 5-10; 2nd year (1/2) PR122L 0 SP CHOOSE SPECIALISATION Norwegian for Teacher Education 5-10 Matematics for Teacher Education 5-10 Food and Health for Teacher Education 5-10 Religion, Spirituality and Ethics for Teacher Education 5-10 Spring 2018 Pedagogy and pupil knowledge 2 (2/2) PED125L 15 SP Teaching practice grades 5-10; 2nd year (2/2) PR122L 0 SP Page 2 of 59

3RD STUDY YEAR Autumn 2018 Pedagogy and pupil knowledge 3 (1/2) PED126L 15 SP Pedagogy and pupil knowledge 4 - Bachelor s thesis (1/2) PED127L 15 SP CHOOSE SPECIALISATION Food and Health for Teacher Education 5-10 Religion, Spirituality and Ethics for Teacher Education 5-10 Spring 2019 Pedagogy and pupil knowledge 3 (2/2) PED126L 15 SP Pedagogy and pupil knowledge 4 - Bachelor s thesis (2/2) PED127L 15 SP Teaching practice grades 5-10; 3rd year PR123L 0 SP 4TH STUDY YEAR Autumn 2019 CHOOSE SPECIALISATION Specialization Specialization Specialization Specialization Spring 2020 Teaching practice grades 5-10; 4th year PR124L 0 SP Page 3 of 59

Study plan EXAMINATION REGULATIONS, ASSESSMENT AND GRADING The Norwegian system for grading and assessment using the letter grades A - F, in which A denotes the best/highest grade and F denotes "not passed". Work can also be assessed as "passed", "not passed", "approved" and "not approved".refer to applicable legislation, rules and regulations QUALIFICATIONS REQUIREMENTS AND REGULATIONS Refer to applicable legislation, regulations and related guidelines in addition to the National Curriculum Framework for Primary and Elementary School Education grades 1-7, and grades 5-7 where relevant. Page 4 of 59

Subject descriptions (26) Pedagogy and pupil knowledge 1 PED129L The main focus in this subject is introduction to the teacher's role and the development of competence in being able to plan, carry out, and evaluate the work of teaching. This must build up from knowledge of the pupils' learning processes, individually and as a group, and on the meaning of social and cultural expectations. The teacher's actions in leading, stimulating, motivating the pupils so that they engage in the learning processes which create meaning, are central. It is equally important to develop the ability to reflect over choices and their reasons, and to be open to critical reflection in connection with the choices which are being made and have been made. Content, points of view in discussions, written work, practice and seminar are directed specially towards the stages 5-10. There may be expenses in connection with planned excursions and fieldwork in addition to semester registration fee and syllabus literature. PEDAGOGY AND PUPIL KNOWLEDGE 1 PED129L ECTS Credits 15 Level Course type Start semester Undergraduate degrees Compulsory Autumn 2016/spring 2017 Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø Faculty of Professional Studies BENTE FORSBAKK Course coordinator Universitetslektor Phone: +47 75 51 77 07 E-mail: bente.forsbakk@nord.no Page 5 of 59

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have a basic knowledge of the teachers role have knowledge of the teacher's work, and its mandate from society have knowledge of the school's administrative statement and the challenges which are implied in realising the intentions have a basic knowledge of learning and learning processes, communication and group processes as a basis for the planning of teaching, and of basic abilities' meaning for all learning have insight into professional principles, and the dilemmas a teacher must tackle have a basic knowledge on class leadership, various forms of work and evaluation, and how teachers can build up a good and inclusive learning atmosphere, based on observation and knowledge of the pupils. Skills: be able to plan, give reasons for, lead and evaluate teaching exercises at basic level, and adjust for differentiation and progress in training in connection with children's different expectations (adapted teaching) be able to explain and understand the connection between the didactic categories' content, aim, method of work, evaluation, pupils' expectations and limiting factors be able to give simple learning-corrected reports, according to differing forms of evaluation be able to take part in simple teaching-plan analysis be able to assess the value of teaching materials for basic abilities and the competence goals of LO6, both generally and in regard to the subject curriculum. General competence: have insight into how one forms relations with pupils, guides them and assesses for further study have an insight into how one can stimulate the pupils' zest for learning, perseverance in study, and the feeling of responsibility for their own work in this field be able to reflect critically over his/her own, and others' teaching, and use relevant research for a basis on which to develop or change pedagogical practice PREREQUISITIES Lectures are open, but initiation in and use of other ways of working such as role-play, different kinds of tasks and project-work, attendance at groups and seminars, tutorials, and teaching practice, are reserved to students who are engaged in primary school and lower secondary school education. RECOMMENDED PRIOR KNOWLEDGE Not applicable. RECOMMENDED OR REQUIRED READING Bergkastet, I og Andersen, S. (2013). Klasseledelse. Varme og tydelighet. Oslo: PEDLEX Norsk Skoleinformasjon, Hele boka 69s Bjørndal, C.,R.,P. (2012). Det vurderende øyet. 2.utg. Oslo: Gyldendal Akademisk Hele boka 144s Imsen, G.(2015). Lærerens verden. Innføring i generell didaktikk. 5.utg. Oslo: Universitetsforlaget. Store deler av boka benyttes. Kap. kunngjøres ved studieoppstart når boka er utgitt. Imsen, G. (2014). Elevens verden. Innføring i pedagogisk psykologi. 5.utg. Oslo: Universitetsforlaget Kap 1,2,3,4,5,6,7 198s Lyngsnes, K. og Rismark, M. (2014). Didaktisk arbeid. 3.utg. Oslo: Gyldendal Akademisk. Hele boka 198s Nordahl, T. (2013). Hva kjennetegner god klasseledelse? Lokalisert på http://www.udir.no/laringsmiljo/folg-bedre-laringsmiljokonferansen/filmopptak-fra-konferansen/hva-kjennetenger-god-kvideo 37 ½ min Postholm, M.B.,Haug,P.,Munthe,E. og Krumsvik, R.J. (2011). Lærerarbeid for elevenes læring, 5-10. Kristiansand: Høyskoleforlaget. Hele boka 251s Slemmen, T. (2014). Vurdering for læring i klasserommet. 2.utg. Oslo: Gyldendal Norsk Forlag Hele boka 179s Utdanningsdirektoratet (2012). Klasseledelse. Lokalisert på: http://www.udir.no/laringsmiljo/bedre-laringsmiljo/klasseledelse/ Opplæringsloven, forskrifter og LK06 (Kunnskapsløftet) Inntil 3 bokkapittel/artikler som legges digitalt på fronter Page 6 of 59

MODE OF DELIVERY Teacher-training is a professional workplace in which active participation and collaborative learning are central. All the semester-plans and timetabled activity in the PELprogramme are therefore compulsory. In addition, the student has the responsibility of being ready for the set-time sessions of instruction. For students who, because of unusual weakness due to illness, or for other serious grounds of welfare, have not been able to fulfil this demand for obligatory participation, different arrangements can be made, after application and individual approval. Alternative schemes of work must combine to ensure that the study-goal in the subject shall be achieved. This possible alternative task, or studies, must done and approved before the concluding examination or exercise in the subject. ASSESSMENT AND EXAMINATIONS Home examniation, 5 Days (first instance 2015 autumn). Portfolio, worth 0/100 of the grade (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). OVERLAPPING COURSES PED124L Pedagogy and pupil knowledge 1-15 study points. COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university's quality assurance system. Page 7 of 59

Pedagogy and pupil knowledge 2 PED125L The learning pupil is central. The principal focus is on the organising of teaching processes that the school s fellowship takes care of both the majority of pupils and of each individual child, with their unique and individual expectations for learning, content, approaches in discussion, written work. Practice and seminars are directed specially towards grades 5-7. There may be expenses in connection with planned excursions and fieldwork in addition to semester registration fee and syllabus literature. PEDAGOGY AND PUPIL KNOWLEDGE 2 PED125L ECTS Credits 15 Level Course type Start semester Undergraduate degrees Compulsory Autumn 2017/spring 2018 Year of study Course location Faculty Teaching language Application deadline 2nd study year Bodø Faculty of Professional Studies BENTE FORSBAKK Course coordinator Universitetslektor Phone: +47 75 51 77 07 E-mail: bente.forsbakk@nord.no Page 8 of 59

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have a basic insight into how motivation can stimulate learning have knowledge of the complexities in a child's growth; development and learning in different social, cultural/ multicultural and religious contexts have knowledge of the child in exposed situations such as maltreatment, tyranny, lack of care, bullying, or different crisis situations: what the individual teacher's and school's responsibilities are in such situations know what can be an indication of lack of care, oppression or bullying, and how one can deal with such problems from the school's side have knowledge about speech and the development of understanding as a basis to develop underlying abilities have knowledge of the basic abilities which form the ground for the pupils' development of learning strategies and metacognitive understanding have knowledge of the challenges and possibilities connected with planning for the individual needs of children in difficult life-situations have insight into how likenesses and differences in boys' and girls' conditions of growing up, and the consequences for the work of teaching in middle stages and in the 12-16 yr. Schooling have knowledge of the media's influence, and of young people's active involvement in various media have knowledge of central national and international laws and rights which have a meaning for the growth of the child Skills: be able to organise special teaching in an inclusive learning community from a starting point of knowledge of the child's development and learning be able to organise teaching by building a good learning atmosphere and learning-promoting group processes based on knowledge of pupil relationships, communication and exchange be able to organise progress-charts, learning-related reports, and evaluation of and for teaching face to face with pupils and parents be able to evaluate and analyse learning benefits, in view of his/her knowledge of the pupils' differences, learning strategies, social and cultural background, and identity be able to take part in the analysis of popular culture's media expression, as it affects the identity development of young people General competence: have a conscious awareness of his/her own ability to build relationships, and the ability to dialogue in meetings with pupils have a sense of personal and professional worth, as a basis for the development of a pedagogical outlook, in his/her development as a teacher have a professional broad competence concerning the pupil's learning and development, such as he/she, from a reflective and professional standpoint, can be in dialogue with pupils and their parents concerning the pupils' subject knowledge, and their personal and social learning and development have an insight into and understanding of the school's structure and limitations with regard to the benefits gained from teaching, by the pupil PREREQUISITIES Lectures are open but initiation in and use of other ways of working such as role-play, different kinds of tasks, project work, attendance at groups and seminars, tutorials, and participation in practice teaching, are reserved to teachers who are engaged in junior school education. Studentteachers who are engaged in following special studies may follow the course in selected subjects. RECOMMENDED PRIOR KNOWLEDGE Students must be competent in spoken and written Norwegian. RECOMMENDED OR REQUIRED READING Damsgaard, H.L. og Eftedal, C.I. (2014)...- men hvordan gjør vi det? Tilpasset opplæring i grunnskolen. Oslo: Cappelen Damm. Hele boka 229 s Imsen, G.(2015). Lærerens verden. Innføring i generell didaktikk. 5.utg. Oslo: Universitetsforlaget. Utvalgte kapittel. Kunngjøres i ved studieoppstart når boka er kommet ut. Imsen, G. (2014). Elevens verden. Innføring i pedagogisk psykologi. 5.utg. Oslo: Universitetsforlaget Kap 5,7,9,10,11, 12,13,14,15 310s Rygvold, A.L. og Ogden, T. (2008). Innføring i spesialpedagogikk. 4.utg. Oslo: Gyldendal Akademisk Kap 2, 3, 4, 6 145s Pettersen, R. C. (2009). Læringens hvordan. Strategier, motivasjon og tilnærminger til læring. I H. P. Wille og R. Svanberg (Red.), La stå!: læring - på veien mot den profesjonelle lærer (s. 91-132). Oslo: Gyldendal Akademisk. Kap 4 42s Postholm,M.B.,Haug,P.,Munthe,E. og Krumsvik, R.J. (2011). Elevmangfold i skolen, 5-10. Kristiansand: Høyskoleforlaget Hele boka 254s Inntil 3 artikler/kapittel som legges digitalt på fronter. Page 9 of 59

MODE OF DELIVERY Teacher-training is a professional workplace in which active participation and collaborative learning are central. All the semester-plans and scheduled activities in the PELprogramme are compulsory. In addition, the student has the responsibility of being ready for the set-time sessions of instruction. For students with special needs, absence due to illness or other welfare reasons have not been able to fulfil the compulsory participation; special arrangements can be made, after application and individual approval. Alternative schemes of work must combine to ensure that the learning outcomes in the course is completed. This possible alternative task, or studies, must done and approved before the final examination or exercise in the course. TEACHING ACTIVITIES AND METHODS Study is organised on a flexible model, where teaching and learning occur in many arenas. Participation is compulsory. 6-8 times a year there is session-based teaching on campus. Between these sessions, use is made of such learning management systems and on-line meetings, colloquium groups, seminars, practice or discussion forums. Guidance comes as a central part of the teaching and learning process. The content of instruction is connected in a great degree to practice. By making use of various ways of work in practice, on campus and online, where the students themselves must be active, setting and solving problems. The students will develop creativity and entrepreneurial abilities, competences and strengths, which are important for the ability to engage in the various aspects of the up-to-date role of the teacher, and to take part in the school's changing and developing work. Teaching/learning is a social process. The development of a professional- subject discernment presupposes participation in varied forms of work connected with professional matters. Emphasis will on the students' participation in discussions, and ability to recognise and interpret what they learn. Collaborative learning is a goal in itself, and taking part is a necessary preliminary to the development of one's own competence. Reflection over theory and practice is vital for the development of professional competence in the work. The exchange of teaching requires that the students take an active part in the teaching/learning process, and set to and work with educational material for themselves. ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2013 autumn, last instance 2016 autumn). Portfolio, worth 0/100 of the grade (first instance 2013 autumn, last instance 2016 autumn). Compound evaluation (first instance 2015 autumn). Portfolio, worth 0/100 of the grade (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). Assignment, worth 40/100 of the grade (first instance 2015 autumn). Oral examination, worth 60/100 of the grade (first instance 2015 autumn). PRACTICE See program description. OVERLAPPING COURSES PED130L Pedagogy and pupil knowledge 2-15 study points. COURSE EVALUATION The study programme is evaluated annually through questionnaires (mid-way evaluation and end-of-course evaluation). The evaluations underdertaken as part of the University's quality assurance system. Page 10 of 59

Pedagogy and pupil knowledge 3 PED126L The development of the teacher's professional role and identity are central. Content, aspects brought out in discussion, written exercises, practice and seminars is specially targeted towards grades 5 to 10. Topics that are dealt with in PEL 3: The inclusive and equal-value school Dealing with bullying and conflict The school's historical development / the school's mandate within society The school as an organisation The school in society; school/home, the local environment Collaboration with professional bodies outside school Transition from first school to junior school to the 16-19 school Democracy, development and the development of identity; the school in an internalised world Teacher collaboration/ team teaching There may be expenses in connection with planned excursions and fieldwork in addition to semester registration fee and syllabus literature. PEDAGOGY AND PUPIL KNOWLEDGE 3 PED126L ECTS Credits 15 Level Course type Undergraduate degrees Compulsory Year of study Course location Faculty 3rd study year Bodø Faculty of Professional Studies THOMAS MOREL DAASVATN Course coordinator Universitetslektor Start semester Autumn 2018/spring 2019 Teaching language Application deadline Phone: +47 75 51 77 27 E-mail: thomas.m.daasvatn@nord.no Page 11 of 59

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have knowledge of the school as an organisation, on its framework and organisational structure have an insight into the meaning of collaboration and its process, with various examples at different levels, and what these can mean for the pupils' learning and development have knowledge of what community means for the pupils' learning processes, and how bullying and conflict may build up have knowledge of the meaning that a variety of multicultural elements such as language, religion and socio-cultural background has for education in an inclusive school characterised by tolerance, dialogue and respect have knowledge of what democracy, culture, and the development of identity for the operations of a school in an internationalised world have knowledge of the school as an institution in society, and of the values and strategies behind a school's development in Norway, and how its mandate and function have changed over time have knowledge of the transition from kindergarten to junior school, and from the young peoples' school, at 16, to the senior school Skills: be able to show a critical approach to the analysis of class- and group- processes, and employ techniques that stimulate learning know what can encourage the understanding of democracy among those engaging in democratic processes be able to plan, carry out, and evaluate expository discussions on various subjects, such as development, zest for learning, evaluation be able to organise active forms of teaching, and critically appraise didactic, professional and school teaching questions in the light of suitably adapted instruction, with special emphasis on the drawing out of basic abilities, and some basis for professional development and change be able to make use of varied, suitable practical, concrete teaching means as a basis for teaching, and for investigating ways of working and teaching be able to arrange aesthetic experiences as a basis for aesthetic appreciation know how one can arrange for a socially active school, and how to connect the pupils. learning experience with local work- and cultural- life General competence: have understanding of the developing of a professional teacher's role, and the challenges which accompany education and instruction in a multicultural society be able to conduct him/herself, and take part in discussions about professional values, and the problematical questions on professional ethics have insight into what can further dialogue and tolerance in a pluralist society PREREQUISITIES Lectures are open, but initiation in and use of other ways of working such as role-play, different kinds of tasks, project work, attendance at groups and seminars, tutorials, and participation in practice teaching, are reserved to students who are engaged in junior school education. Studentteachers who are engaged in following special studies can follow this course in selected subjects. RECOMMENDED PRIOR KNOWLEDGE Students must be competent in spoken and written Norwegian. RECOMMENDED OR REQUIRED READING Jensen, R., Aas M. og Skarpsno, M. (2011). Å utforske praksis Oslo: Cappelen Damm Akademisk Hele boka 199s Imsen, G.(2015). Lærerens verden. Innføring i generell didaktikk. 5.utg. Oslo: Universitetsforlaget Kap kunngjøres ved studieoppstart når boka er kommet ut. Ca 200s Postholm, M.B., Haug,P., Munthe,E. og Krumsvik, R.J. (2012). Lærere i skolen som organisasjon. Kristiansand: Høyskoleforlaget Hele boka 246s Roland, E. (2014). Mobbingens psykologi. Hva kan skolen gjøre? 2.utg. Oslo: Universitetsforlaget Hele boka 200s Lingås, L. G. (2014). Med blikk for etikk og danning i Høyhilder, E og Lingås, L. G. (2014) red Pedagogikk 8. - 13. trinn Kapittel 5, 6 og 7 47s Opplæringsloven, forskifter og LK06 (Kunnskapsløftet) http://lovdata.no/dokument/nl/lov/1998-07-17-61 Up to three articles from the topic uploaded to Fronter Page 12 of 59

MODE OF DELIVERY Teacher-training is a professional workplace in which active participation and collaborative learning are central. All the semester-plans and scheduled activities in the PELprogramme are compulsory. In addition, the student has the responsibility of being ready for the set-time sessions of instruction. For students with special needs, absence due to illness or other welfare reasons have not been able to fulfil the compulsory participation; special arrangements can be made, after application and individual approval. Alternative schemes of work must combine to ensure that the learning outcomes in the course is completed. This possible alternative task, or studies, must done and approved before the final examination or exercise in the course. TEACHING ACTIVITIES AND METHODS Study is organised on a flexible model, where teaching and learning occur in many arenas. Participation is compulsory. 6-8 times a year there is session-based teaching on campus. Between these sessions, use is made of such learning management systems and on-line meetings, colloquium groups, seminars, practice or discussion forums. Guidance comes as a central part of the teaching and learning process. The content of instruction is connected in a great degree to practice. By making use of various ways of work in practice, on campus and online, where the students themselves must be active, setting and solving problems. The students will develop creativity and entrepreneurial abilities, competences and strengths, which are important for the ability to engage in the various aspects of the up-to-date role of the teacher, and to take part in the school's changing and developing work. Teaching/learning is a social process. The development of a professional- subject discernment presupposes participation in varied forms of work connected with professional matters. Emphasis will on the students' participation in discussions, and ability to recognise and interpret what they learn. Collaborative learning is a goal in itself, and taking part is a necessary preliminary to the development of one's own competence. Reflection over theory and practice is vital for the development of professional competence in the work. The exchange of teaching requires that the students take an active part in the teaching/learning process, and set to and work with educational material for themselves. ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2015 autumn). Compulsory work, worth 0/100 of the grade (first instance 2015 autumn). Home examination, 1 Weeks. Worth 40/100 of the grade (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). Oral examination, 30 Minutes. Worth 60/100 of the grade (first instance 2015 autumn). PRACTICE See program description. COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university's quality assurance system. Page 13 of 59

Pedagogy and pupil knowledge 4 - Bachelor s thesis PED127L Bachelor Dissertation, Theory of knowledge and Research method. Change and development in the school. The subject, Pedagogy and Knowledge of the Pupils, concludes with an individual research-based written paper based on the student's own question-setting, connected with teaching practice or another aspect of the school's activity, and should deal with central professional, didactic and/or pedagogical challenges which confront the school. The work shall shed light on central problems or questions connected with the professional carrying out of duties, and shall give experience for critical reflection over and professional argumentation linked with the student's own, or another's, teaching, as a basis for change or development. The work comes under "Pedagogy and knowledge of pupils", but the choice of theme and seiing of the question cam make it of current interest to draw other professionals in, for the process of guidance and assessment. No costs except semester registration fee and syllabus literature. PEDAGOGY AND PUPIL KNOWLEDGE 4 - BACHELOR S THESIS PED127L ECTS Credits 15 Level Course type Start semester Undergraduate degrees Compulsory Autumn 2018/spring 2019 Year of study Course location Faculty Teaching language Application deadline 3rd study year Bodø Faculty of Professional Studies Page 14 of 59

LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have knowledge of central professional, theoretical questions in the field of educational research and insight into research methods which are relevant for such research, with special weight on active teaching/ active research have knowledge of practical, professional and pedagogical challenges in the school which are solved through work with the Bachelor's programme have experiential knowledge of the topics which this course of work deals with Skills: be able to enter critically in to the analysing of relevant research work connected with school and teaching be able to initiate, plan, set in train and evaluate the work of development and change in the school be able to use professional theory- and research-method- knowledge in the expression of his own research project, and is able to write in a professional manner have acquired proficiency in academic writing. General competence: be able to show professional engagement in professional and pedagogical questions, and can argue about and take the initiative in setting up and evaluating various tasks of change and development connected with questions of school work be able to apply him/herself to questions of ethical research PREREQUISITIES Lectures are open, but initiation in use of other ways of working such as role-play, different kinds of tasks, project work, attendance at groups and seminars, tutorials, and participation in teaching practice, are reserved to students who are engaged in junior-school education. Student teachers who are engaged in following special studies can follow the course in selected subjects. RECOMMENDED PRIOR KNOWLEDGE Students must be competent in spoken and written Norwegian. RECOMMENDED OR REQUIRED READING Tema 1: Research methods Postholm, M.B. og Jacobsen, D.I. (2011): Læreren med forskerblikk. Kristiansand: Høyskoleforlaget (160 pages) Tema 2: Change and development in practics Jensen, R. og Aas, M.(2011) : Å utforske praksis. Oslo: Cappelen Damm. Kap 8,9 og 10, s.97-150 (53 pages) Tema 3: Work on the bachelor thesis Dalland, O (2010): Metode og oppgaveskriving for studenter. Oslo: Gyldendal Akademisk (300 pages) Articles (50 pages) MODE OF DELIVERY Teacher-training is a professional workplace in which active participation and collaborative learning are central. All the semester-plans and scheduled activities in the PELprogramme are compulsory. In addition, the student has the responsibility of being ready for the set-time sessions of instruction. For students with special needs, absence due to illness or other welfare reasons have not been able to fulfil the compulsory participation; special arrangements can be made, after application and individual approval. Alternative schemes of work must combine to ensure that the learning outcomes in the course is completed. This possible alternative task, or studies, must done and approved before the final examination or exercise in the course. Page 15 of 59

TEACHING ACTIVITIES AND METHODS Study is organised on a flexible model, where teaching and learning occur in many arenas. Participation is compulsory. 6-8 times a year there is session-based teaching on campus. Between these sessions, use is made of such learning management systems and on-line meetings, colloquium groups, seminars, practice or discussion forums. Guidance comes as a central part of the teaching and learning process. The content of instruction is connected in a great degree to practice. By making use of various ways of work in practice, on campus and online, where the students themselves must be active, setting and solving problems. The students will develop creativity and entrepreneurial abilities, competences and strengths, which are important for the ability to engage in the various aspects of the up-to-date role of the teacher, and to take part in the school's changing and developing work. In the course of the autumn term the students, working together with the PEL-teachers, must work out the statement of a problem as the startingpoint for individual investigation. This enquiry should be connected to practice and reflect central practical, professional and/or pedagogical challenges in school, and shall end up with a bachelor paper, to be handed in towards the end of the spring term. This subject runs parallel with PEL 3 in the 5th and 6th semesters Teaching in professional theory will focus on the school profession's angles and questions. On the basis of an obligatory method course the students, working together with subject-teacher(s) choose how they will carry out their investigation. Questionsetting and methods shall be approved by the teacher(s). Possible ethical questions connected with data-collection and data-materials must be cleared by the teacher(s), the Rector and teachers at the particular school, and maybe with pupils' parents. The investigation shall give the students experience with professional perspectives on educational practice, such as sharing in change and development work connected to school-subject or other pedagogical questions. Critical reflection and evaluation are central. In net- and practice-based studies all study assemblies are obligatory. ASSESSMENT AND EXAMINATIONS Bachelor Thesis (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). Compulsory work, worth 0/100 of the grade (first instance 2015 autumn). Compulsory work, worth 0/100 of the grade (first instance 2015 autumn). PRACTICE See program description. COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university's quality assurance system. Page 16 of 59

(Norwegian for Teacher Education 5-10) Norwegian Language 1A NO132L Work on reading and writing instruction at secondary level is focused on in this course NO132L Norwegian Language 1A. Students gain research-based insight into the topic and develop knowledge of relevant theories about reading and writing. Students learn about strategies for reading and writing, and how to develop key competences such as writing, reading, oral language, and use of digital tools. Students develop good understanding of literature, both modern and traditional, for children and young people and learn how to motivate and stimulate children to read. The students also learn how practical-aesthetical ways of working can be used in teaching. No costs except semester registration fee and syllabus literature. NORWEGIAN LANGUAGE 1A NO132L ECTS Credits 15 Level Course type Undergraduate degrees Compulsory Year of study Course location Faculty 1st study year Bodø Faculty of Professional Studies IRENE LØSTEGAARD OLSEN Course coordinator Førstelektor Start semester Autumn 2016 Teaching language Application deadline Phone: +47 75 51 77 68 E-mail: irene.l.olsen@nord.no LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: be able to recognise and describe relevant theories concerning language development be able to recognise and describe the different functions that writing and reading may have for the pupil's development be able to identify and use reading and writing strategies know how children's literature in different genres has developed and continues to constantly develop have good knowledge about the current curriculum Skills: be able to plan, implement and evaluate Norwegian education be able to evaluate and use relevant educational methods be able to analyse and interpret texts and present literary theories in various ways be able to use digital tools and create and evaluate digital texts General competence: know how to communicate insights about the topic know how to work independently and together with other students Page 17 of 59

PREREQUISITIES No. Admission to Lower secondary teacher education grades 5-10 required. RECOMMENDED PRIOR KNOWLEDGE Not applicable. RECOMMENDED OR REQUIRED READING (Required) Høigård, Anne (2006): Barns språkutvikling, Universitetsforlaget (ca 100 p) Mjør, Ingeborg, Tone Birkeland og Gunvor Risa (2006): Barnelitteratur. LNU (200 p) Roe, Astrid (2008): Lesedidaktikk - etter den første leseopplæringen. Universitetsforlaget. (200 p) Skardhamar, Anne-Kari (2001): Litteraturundervisning Teori og praksis Universitetsforlaget (, ca 128 s) Tetzchner, Stephen Von m.fl. (1993) Barns språk. Ad Notam Gyldendal. (Chapter 1 og 5 (56 p)) Fiction (Novels, picture books, etc.) MODE OF DELIVERY Face-to-face and online. TEACHING ACTIVITIES AND METHODS The course focuses on active learning methods. These activities are followed up by lectures on campus and via the learning management system Fronter on the web. ASSESSMENT AND EXAMINATIONS Written examination, 6 Hours (first instance 2015 autumn). Mandatory work, worth 0/100 of the grade (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). PRACTICE See program description. OVERLAPPING COURSES NO120L-001 Norwegian Language, portfolio - 15 study points. NO120L-002 Norwegian Language, supervised written exam - 12 study points. COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university's quality assurance system. Page 18 of 59

(Norwegian for Teacher Education 5-10) Norwegian Language 1B NO133L Work with text and different genres are focused on in the course NO133L. Students gain research-based insight into this topic and develop knowledge of relevant theories about reading and writing in different genres. Rhetoric is also an important topic, and how to develop oral language and oral skills amongst pupils. Students learn about strategies for writing and reading and how to describe and prevent dyslexia and general problems with writing and reading and how to use digital tools in this matter. Students develop good understanding of modern literature for adults. The students also learn how practical-aesthetical ways of working can be used. No costs except semester registration fee and syllabus literature. NORWEGIAN LANGUAGE 1B NO133L ECTS Credits 15 Level Course type Undergraduate degrees Compulsory Year of study Course location Faculty 1st study year Bodø Faculty of Professional Studies IRENE LØSTEGAARD OLSEN Course coordinator Førstelektor Start semester Spring 2017 Teaching language Application deadline Phone: +47 75 51 77 68 E-mail: irene.l.olsen@nord.no LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: be able to recognise and describe relevant theories about oral education be able to recognise and describe different genres - both in fiction and faction be able to identify and describe new Norwegian literature for adult readers have good knowledge of literary terms and the current curriculum Skills: be able to plan, implement, and evaluate Norwegian education be able to evaluate and use relevant educational methods be able to analyse and interpret texts in various genres and present literary theories in various ways be able to use digital tools and create and evaluate digital texts be able to use aesthetical and practical ways of teaching literature General competence: know how to communicate insights about the topic know how to work independently and with other students Page 19 of 59

PREREQUISITIES No. Admission to Lower secondary teacher education grades 5-10 required. RECOMMENDED PRIOR KNOWLEDGE Not applicable. RECOMMENDED OR REQUIRED READING Required reading: Kalleberg, Kirsten og Astrid E Kleivstad (2010): Sakprosa i skolen. LNU/Fagbokforlaget. (Ca 200) Bakken, Jonas (2009): Retorikk i skolen. Universitetsforlaget. Penne, Sylvi og Frøydis Hertzberg (2008): Muntlige tekster i klasserommet. Universitetsforlaget Elvemo, Jarle (2006): Håp for alle! Grunnleggende innføring i lese- og skrivevansker med undervisningsopplegg og lese- og skriveprøve. Fagbokforlaget. T. Høien og Lundberg (2000): Dysleksi. Fra teori til praksis (Extract). Skardhamar, Anne-Kari (2005) Kunsten å lese skjønnlitteratur. Universitetsforlaget. Recommended reading: Tønnesson, Johan (2008): Hva er sakprosa. Universitetsforlaget. Kap. 1-4 (ca 100 s) Fridunn Karlsrud (2010): Muntlig fortelling i norskfaget. Cappelen akademisk. (170 s) Fiction (Novels, picture books, etc.) and faction MODE OF DELIVERY Face-to-face and online. TEACHING ACTIVITIES AND METHODS The course focuses on active learning methods. These activities are followed up by lectures on campus and via the learning management system Fronter online. ASSESSMENT AND EXAMINATIONS Oral examination, 30 Minutes (first instance 2016 spring). Mandatory work, worth 0/100 of the grade (first instance 2016 spring). Compulsory attendance, worth 0/100 of the grade (first instance 2016 spring). PRACTICE See program description. OVERLAPPING COURSES NO120L-001 Norwegian Language, portfolio - 15 study points. NO120L-002 Norwegian Language, supervised written exam - 12 study points. COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university's quality assurance system. Page 20 of 59

(Norwegian for Teacher Education 5-10) Norwegian Language 2A NO260L Work with a Nordic and International perspective is focused on in the course NO260L. Students gain research-based insight into this topic and develop knowledge of relevant theories about how to implement an international perspective into the language course. Sociolinguistics and language amongst young people are also important topics. Students develop good understanding of literature and folklore texts originating from different countries. Students also learn about film and adaptation from literature to movies. There may be expenses in connection with planned excursions and fieldwork in addition to semester registration fee and syllabus literature. NORWEGIAN LANGUAGE 2A NO260L ECTS Credits 15 Level Course type Undergraduate degrees Elective Start semester Autumn 2017 Year of study Course location Faculty Teaching language Application deadline 2nd study year Bodø Faculty of Professional Studies CLAUDE GOFFENEY Course coordinator Universitetslektor Phone: +47 75 05 79 22 E-mail: claude.goffeney@nord.no LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: be able to recognize and describe relevant theories about sociolinguistics and the language of young people be able to recognize and describe the various different genres - both in folklore and film have good knowledge of literary terms and the current curriculum have good knowledge about texts written by pupils and strategies for developing writing skills amongst pupils Skills: be able to plan, implement, and evaluate Norwegian education in multicultural classrooms be able to evaluate and use relevant educational methods in multicultural classrooms be able to analyze and interpret texts and films in various genres and present literary theories in various ways be able to use digital tools and create and evaluate digital texts be able to use aesthetical and practical ways of teaching literature General competence: know how to communicate insights about the topic know how to work independently and with other students PREREQUISITIES Admission to Lower secondary teacher education grades 5-10 required. Page 21 of 59

RECOMMENDED PRIOR KNOWLEDGE Completed NO132L Norwegian Language 1A and NO133L Norwegian Language 1B. RECOMMENDED OR REQUIRED READING Required reading: Olsen, Irene Løstegaard: 'Skikkelig bondeknøl?' En studie av ungdomsspråk i et spredtbygd kystsamfunn', Masteroppgave. Utdrag. (ca 50 s) Mæhlum, Brith (m.fl.) (2008): Språkmøte. Cappelen akademisk. (ca. 70 s) Språkbruk i nyere medier (Facebook- og SMS-språk) (kompendium) Strand Torill (2009): Litteratur i det flerkulturelle klasserommet. Universitetsforl. (200 s) Kibsgaard, Sonja og Olaf Husby (2009): Norsk som andrespråk. Universitetsforl.( 200 s) Skjelbred, Dagrun (2006): Elevens tekst. Cappelen akademisk. (233 s) Penne, Sylvi (2010): Litteratur og film i klasserommet. Didaktikk for ungdomstrinnet og videregående skole Universitetsforl.(255 s) Birkeland, Risa og Mjør (2006): Barnelitteratur - sjangrar og teksttypar. LNU s. 55-84. + Fiction (Novels, picture books, etc.) and faction Recommended reading: Danielsen, Ruth (1995): Så levde de lykkelig... Barn, eventyr og verdier. LNU / Cappelen Håland, Anne og Rutt Trøite Lorentzen: Dialogar om tekst. Universitetsforl. (221s) Fougner, Jorun (2005): Under fortellingstreet. Universitetsforlaget. (Kap. 1, 3, 4, 5, 10, 12) MODE OF DELIVERY Session-based teaching face to face and online. TEACHING ACTIVITIES AND METHODS The course focuses on active learning methods. These activities are followed up by lectures on campus and via the learning management system Fronter on the web. ASSESSMENT AND EXAMINATIONS Written examination, 6 Hours (first instance 2015 autumn). Mandatory work, worth 0/100 of the grade (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). PRACTICE See program description. OVERLAPPING COURSES NO211L Language and language didactics - 10.5 study points. NO212L Literature and methodology - 10.5 study points. NO213L Language and language didactics - 10.5 study points. NO214L Literature and language didactics - 10.5 study points. COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university's quality assurance system. Page 22 of 59

(Matematics for Teacher Education 5-10) Mathematics 1A, grade 5-10; Number theory, algebra and functions MA132L Number Theory Algebra and equations The function concept Elementary functions Topics in Mathematics Education: Mathematical knowledge for teaching, teaching in RME, communication in the teaching of mathematics, basic skills in mathematics, didactical topics connected to number theory, algebra and functions. In addition to semester registration fee and syllabus literature, there will be need for a calculator, about 1200 NOK. MATHEMATICS 1A, GRADE 5-10; NUMBER THEORY, ALGEBRA AND FUNCTIONS MA132L ECTS Credits 15 Level Course type Undergraduate degrees Elective Start semester Autumn 2016 Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø Faculty of Professional Studies LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have a broad knowledge of teaching mathematics in grades 5-10, especially for this course numeracy, the transition from arithmetic to algebra, algebra, and functions have knowledge about central ideas, concepts, theorems, and practices in number theory, algebra and functions have knowledge about the role of language in the learning of mathematics have knowledge about oral expression, reading, writing and using digital tools in mathematics have knowledge about the mathematical part of the school curriculum in grades 5-13 have knowledge about different theories of learning, and the connection between views of learning and views of teaching have knowledge of a broad repertoire of methods for teaching mathematics Skills: have good practical skills in oral and written communication in mathematics, and competencies in promoting such skills in pupils be able to analyze the cognitive level of a lesson plan, and assess how to make activities more open be able to analyze and evaluate pupils' thinking, arguments and solutions from different perspectives on knowledge and learning General competence: understand the role of mathematics as a general education subject and its interplay with culture, philosophy and societal development understand the role of mathematics in other subjects and in society understand the role of mathematics for participation in a democratic society PREREQUISITIES Admission to Lower secondary teacher education grades 5-10, or, for in-service teachers, completed teacher education. Page 23 of 59

RECOMMENDED PRIOR KNOWLEDGE N/A RECOMMENDED OR REQUIRED READING Hinna, K.R.C, Rinvold, R. A. og Gustavsen, T. S. (2011). QED 5-10 bind 1. Høyskoleforlaget. Del 1, kap. 1, 2, 3; Del 2, kap. 2, 3.2, 3.3, 3.4, 3.6. Hansen, H. C., Skott, J. & Jess, K. (2008). Matematik for lærerstuderende. Delta: fagdidaktik: Forlaget Samfundslitteratur. Kap. 2, 3, 6, 7, 10. Kartlegging av matematikkforståelse: Veiledning til tall og tallregning, Veiledning til funksjoner, Veiledning til algebra. Læringssenteret Bergsten, C., Häggström, J. & Lindberg L. (1997). Nämaren Tema: Algebra för alla: NCM/Nämnaren forlag. Kap 1-5 Brekke, G. (2002). Kartlegging av matematikkforståelse: Introduksjon til diagnostisk undervisning i matematikk. Læringssenteret MODE OF DELIVERY Session-based teaching and online. TEACHING ACTIVITIES AND METHODS Learning activities: lectures, group work where the students work without teacher, and seminars with teacher. ASSESSMENT AND EXAMINATIONS Written examination, 5 Hours (first instance 2015 autumn, last instance 2016 autumn). Written examination - national midterm, 4 Hours. Worth 0/100 of the grade (first instance 2015 autumn, last instance 2016 autumn). Portfolio, worth 0/100 of the grade (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). PRACTICE See program descirption. OVERLAPPING COURSES MA120L Mathematics - 10 study points. COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university's quality assurance system. Page 24 of 59

(Matematics for Teacher Education 5-10) Mathematics 1B, grade 5-10; Geometry, statistics and probability MA133L Geometry Statistics Probability Topics in Mathematics Education: planning of lessons in mathematics, open tasks, assessment in mathematics, learning difficulties in mathematics, numeracy as a basic skill in other subjects, didactical topics connected to geometry, statistics and probability. In addition to semester registration fee and syllabus literature, there will be need for a calculator, about 1200 NOK MATHEMATICS 1B, GRADE 5-10; GEOMETRY, STATISTICS AND PROBABILITY MA133L ECTS Credits 15 Level Course type Undergraduate degrees Elective Start semester Spring 2017 Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø Faculty of Professional Studies Norwegian LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have broad knowledge of teaching mathematics in grades 5-10, especially geometry, measuring, statistics, probability and combinatorics have knowledge about central ideas, concepts, theorems, and practices in geometry, statistics, and probability have knowledge about the importance of numeracy as a basic skill in all school subjects have knowledge about oral expression, reading, writing and using digital tools in mathematics have knowledge about the mathematical part of the school curriculum in grades 5-13, and the transition between different stages of education have knowledge about and experience with using different educational resources in teaching mathematics, for instance ICT, and know the possibilities and limitations of such resources. have knowledge about the historical development of mathematics, especially the development of the concept of probability Skills: be able to plan, carry through and evaluate mathematics teaching for all pupils in grade 5-10 with focus on variation and pupil activity, grounded in research, theory and practice have good practical skills in oral and written communication in mathematics, and competencies in promoting such skills in pupils be able to use assessment tests and different observations and evaluations to adapt the teaching to the different needs of pupils be able to communicate with pupils, one at a time and in groups, listen to, evaluate and use pupils' contributions, and institutionalize knowledge be able to analyze and evaluate pupils' thinking, arguments and solutions from different perspectives on knowledge and learning be able to work to promote pupils' wondering, creativity and skills to work systematically with inquiry activities, arguments and proofs General competence: understand the role of mathematics as a general education subject and its interplay with culture, philosophy and societal development understand the role of mathematics in other subjects and in society understand the role of mathematics for participation in a democratic society Page 25 of 59